During a visit in March to an honors sophomore English class in an impoverished area of Connecticut, Robyn R. Jackson heard the teacher declare proudly that her students were reading difficult texts. But Jackson noticed that their only review of those books was a set of work sheets that required little thought or analysis.
Jackson, an educational consultant and former Gaithersburg High School English teacher, sought an explanation from a school district official. He sighed and told her, “We have a lot of work to do to help teachers understand what true rigor is.”
In an American education system full of plans for better high schools, more and more courses have impressive labels, such as “honors,” “advanced,” “college prep” and “Advanced Placement.” But many researchers and educators say the teaching often does not match the title.
Brett has more:
One of the biggest misperceptions among the public is that NCLB sets high academic standards for students and schools, and punishes those who do not meet them. In reality, NCLB does not set any standards, nor does it specify which tests are used to measure student outcomes against those standards. Rather, it only tells the states that they must set their own academic standards, and that they must select the tests used to measure student achievement. (See here for a good overview of the law.)